Physical fitness and learning motivation in relation to physical education learning outcomes among elementary school students

Julianto Saputra; Panggung  Sutapa; Yeyen  Febrilia

doi:10.12928/fundadikdas.v9i1.17448

Authors

Julianto Saputra Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Panggung Sutapa Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Yeyen Febrilia Universitas Muhammadiyah Bangka Belitung, Bangka Belitung, Indonesia

DOI:

https://doi.org/10.12928/fundadikdas.v9i1.17448

Keywords:

Elementary School Students, Learning motivation, Physical activity program, Physical fitness

Abstract

Physical education learning outcomes may be associated with students' physical fitness, learning motivation, physical activity, and nutritional status. This study examined the individual and joint associations of these four variables with physical education learning outcomes among male upper-grade elementary school students in Surakarta, Indonesia. A correlational study was conducted with 234 students selected using proportional random sampling. Data were collected through physical fitness testing, questionnaires on learning motivation and physical activity, body mass index (BMI) measurements, and students' physical education report-card grades. Pearson correlation and multiple linear regression analyses were used to examine the relationships between the study variables. Physical fitness (r = 0.723) and learning motivation (r = 0.722) showed strong positive correlations with physical education learning outcomes. In contrast, physical activity ((r = -0.002)) and nutritional status (r = 0.001) showed correlations close to zero. The reported multiple regression model had a correlation coefficient of (R = 0.819) and explained 67.1% of the variance in learning outcomes ((R² = 0.671). These findings indicate that physical fitness and learning motivation were the strongest individual correlates of physical education learning outcomes in this sample. The results should be interpreted as associations rather than causal effects, given the correlational design. Further research should use transparent measurement procedures and more diverse samples to examine the generalizability of these findings.

References

D. Ambrose, “Creating a Holistic Vision of High Ability: An Interview With Educational Psychologist Trevor Tebbs,” Roeper Rev., vol. 47, no. 3, pp. 200–203, Jul. 2025, doi: 10.1080/02783193.2025.2509325.

H. -, E. Kus Eddy Sartono, M. -, T. Wahyu Kisworo, F. Rosyida, and Y. Febrilia, “Deciphering Masalili Weaving: An Ethnomathematical Approach to Enhance Mathematical Literacy in Southeast Sulawesi,” J. Hum. Res. Rehabil., vol. 16, no. 2, pp. 696–704, Sep. 2026, doi: 10.21554/hrr.092626.

Z. Idham, H. Neldi, A. Komaini, T. H. Sin, and D. Damrah, “Pengaruh Kebugaran Jasmani, Status Gizi, dan Motivasi Belajar terhadap Hasil Belajar PJOK,” J. Basicedu, vol. 6, no. 3, pp. 4078–4089, Apr. 2022, doi: 10.31004/basicedu.v6i3.2196.

Ilmul Ma’arif and Iman Abdul Hamid, “Gambaran Aktivitas Fisik pada Siswa Kelas IV SDN Mojorejo Kabupaten Mojokerto,” SPRINTER J. Ilmu Olahraga, vol. 3, no. 2, pp. 83–86, Jul. 2022, doi: 10.46838/spr.v3i2.192.

C. Gultom, I. R. Defi, and E. Sungkar, “Association between Self Reported Questionnaire-determined Physical Activity Level with the Cardiorespiratory Fitness in Adolescent,” Indones. J. Phys. Med. Rehabil., vol. 8, no. 01, pp. 2–8, 2019, doi: 10.36803/ijpmr.v8i01.178.

O. A’mir, Z. Almobasher, and I. Abbas, “Health-related physical fitness and its relationship to the level of academic achievement among a sample of secondary school students in the city of Amman,” 2023.

N. Albujulaya and C. Stevinson, “Barriers to and facilitators of physical activity among Saudi adults: a qualitative study,” Front. Psychol., vol. 16, Aug. 2025, doi: 10.3389/fpsyg.2025.1617255.

X. Peng and L. Tang, “Exploring the Characteristics of Physical Exercise in Students and the Path of Health Education,” Front. Psychol., vol. 12, Nov. 2021, doi: 10.3389/fpsyg.2021.663922.

R. Hews, J. McNamara, and Z. Nay, “Prioritising lifeload over learning load: Understanding post-pandemic student engagement,” J. Univ. Teach. Learn. Pract., vol. 19, no. 2, pp. 128–146, Dec. 2022, doi: 10.53761/1.19.2.9.

S. R. S. Putra, J. Siswoyo, A. R. Putri, and C. Kurniawan, “The Relationship of Physical Fitness to Learning Outcomes in Grade 5 Students of SD Sejahtera 4 Bandar Lampung,” J. Pendidik. Jasm., vol. 7, no. 1, pp. 36–44, 2026.

S. Islam et al., “The relationship between physical fitness and student learning outcomes in Indonesia: A meta-analysis study,” Adv. Heal. Exerc., vol. 5, no. 2, pp. 87–98, 2025.

A. Chen and C. D. Ennis, “Goals, interests, and learning in physical education,” J. Educ. Res., vol. 97, no. 6, pp. 329–339, 2004, doi: 10.3200/JOER.97.6.329-339.

J. P. Morillo-Baro, R. E. Reigal, and A. Hernández-Mendo, “Análisis del ataque posicional de balonmano playa masculino y femenino mediante coordenadas polares,” RICYDE. Rev. Int. Ciencias del Deport., vol. 11, no. 41, pp. 224–226, 2015, doi: 10.5232/ricyde2015.04103.

J. L. Walton-Fisette and D. A. Wuest, Foundations of physical education, exercise science, and sport. McGraw-Hill Education, 2018.

X. Gao et al., “From motion signals to insights: A unified framework for student behavior analysis and feedback in physical education classes,” arXiv Prepr. arXiv2503.06525, 2025.

Q. Zhong, J. Jiang, W. Bai, Z. Yin, Z. Liao, and X. Zhong, “Application of digital-intelligent technologies in physical education: a systematic review,” Front. Public Heal., vol. 13, Jul. 2025, doi: 10.3389/fpubh.2025.1626603.

R. Li et al., “The impact of 24-h movement behaviors on college students’ physical fitness and its isotemporal substitution benefits: a compositional data analysis approach,” BMC Public Health, vol. 25, no. 1, p. 2507, Jul. 2025, doi: 10.1186/s12889-025-23715-y.

C. N. Rasberry et al., “The association between school-based physical activity, including physical education, and academic performance: A systematic review of the literature,” Prev. Med. (Baltim)., vol. 52, pp. S10–S20, Jun. 2011, doi: 10.1016/j.ypmed.2011.01.027.

J. E. Donnelly et al., “Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children,” Med. Sci. Sport. Exerc., vol. 48, no. 6, pp. 1197–1222, Jun. 2016, doi: 10.1249/MSS.0000000000000901.

K. Bertills, M. Granlund, and L. Augustine, “Inclusive Teaching Skills and Student Engagement in Physical Education,” Front. Educ., vol. 4, Aug. 2019, doi: 10.3389/feduc.2019.00074.

Y. Wang, A. Chen, R. Schweighardt, T. Zhang, S. Wells, and C. Ennis, “The nature of learning tasks and knowledge acquisition: The role of cognitive engagement in physical education,” Eur. Phys. Educ. Rev., vol. 25, no. 2, pp. 293–310, May 2019, doi: 10.1177/1356336X17724173.

A. Case and C. H. Paxson, “Children’s health and social mobility,” Futur. Child., vol. 16, no. 2, pp. 151–173, 2006, doi: 10.1353/foc.2006.0014.

H. Taras, “Nutrition and Student Performance at School,” J. Sch. Health, vol. 75, no. 6, pp. 199–213, Aug. 2005, doi: 10.1111/j.1746-1561.2005.tb06674.x.

H. Schmunk, “Understanding the Relationship Between Nutritional Status, Obesity, and Academic Achievement,” 2010.

J. M. Currie, “Health disparities and gaps in school readiness,” Futur. Child., vol. 15, no. 1, pp. 117–138, 2005, doi: 10.1353/foc.2005.0002.

D. Putra et al., “Economic Status to Students’ Physical Education Learning in Elementary School, Padang City,” JUMORA J. Moderasi Olahraga, vol. 2, no. 2, pp. 161–173, Dec. 2022, doi: 10.53863/mor.v2i2.515.

Febriansyah, J. Hendra, R. B. Pilitan, D. I. M. Saputra, and T. Wulandari, “Analysis Of Students’ Interests And Motivations In Participating Physical Education Learning,” Gladi J. Ilmu Keolahragaan, vol. 16, no. 03, pp. 452–468, Sep. 2025, doi: 10.21009/GJIK.163.14.

H.-Y. P. Kim et al., “Academic performance of Korean children is associated with dietary behaviours and physical status.,” Asia Pac. J. Clin. Nutr., vol. 12, no. 2, 2003.

H. Kartal and F. Guner, “A Review of Articles that Include the Schools’ Readiness Dimension,” Eur. J. Educ. Res., vol. volume-7–2, no. volume7–issue3.html, pp. 431–443, Jul. 2018, doi: 10.12973/eu-jer.7.3.431.

H. Farisia and T. Mukhoyyaroh, “Students’ learning readiness from Kindergarten to primary school,” J. Cakrawala Pendas, vol. 11, no. 2, pp. 402–417, 2025.

I. H. Al Faqih, T. Muhtar, D. Dinangsit, and A. S. Lengkana, “Analysis of Morning Exercise Activities on Children’s Learning Readiness in School,” J. Coach. Educ. Sport., vol. 7, no. 1, pp. 142–152, 2026.

A. Gil-Arias, S. Harvey, F. García-Herreros, S. González-Víllora, A. Práxedes, and A. Moreno, “Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education,” Eur. Phys. Educ. Rev., vol. 27, no. 2, pp. 366–383, May 2021, doi: 10.1177/1356336X20950174.

I. M. Taylor, N. Ntoumanis, and M. Standage, “A Self-Determination Theory Approach to Understanding the Antecedents of Teachers’ Motivational Strategies in Physical Education,” J. Sport Exerc. Psychol., vol. 30, no. 1, pp. 75–94, Feb. 2008, doi: 10.1123/jsep.30.1.75.

C. Lonsdale et al., “A cluster randomized controlled trial of strategies to increase adolescents’ physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial,” Prev. Med. (Baltim)., vol. 57, no. 5, pp. 696–702, 2013, doi: 10.1016/j.ypmed.2013.09.003.

M. J. Sierra-Díaz, S. González-Víllora, J. C. Pastor-Vicedo, and G. F. López-Sánchez, “Can We Motivate Students to Practice Physical Activities and Sports Through Models-Based Practice? A Systematic Review and Meta-Analysis of Psychosocial Factors Related to Physical Education,” Front. Psychol., vol. 10, Oct. 2019, doi: 10.3389/fpsyg.2019.02115.

R. R. Rosenkranz, D. R. Lubans, L. R. Peralta, A. Bennie, T. Sanders, and C. Lonsdale, “A cluster-randomized controlled trial of strategies to increase adolescents’ physical activity and motivation during physical education lessons: the Motivating Active Learning in Physical Education (MALP) trial,” BMC Public Health, vol. 12, no. 1, p. 834, Dec. 2012, doi: 10.1186/1471-2458-12-834.

G. Weeldenburg, L. B. Borghouts, M. Slingerland, and S. Vos, “Through students’ eyes: preferred instructional strategies for a motivating learning climate in secondary school physical education,” Curric. Stud. Heal. Phys. Educ., vol. 12, no. 3, pp. 268–286, Sep. 2021, doi: 10.1080/25742981.2021.1889383.

N. Muñoz-Urtubia, A. Vega-Muñoz, G. Salazar-Sepúlveda, M. Á. García-Gordillo, and J. Carmelo-Adsuar, “Physical activity based interventions for reducing body mass index in children aged 6–12 years: a systematic review,” Front. Pediatr., vol. 13, Jul. 2025, doi: 10.3389/fped.2025.1449436.

L. Campoamor-Olegario, D. S. Camitan, and M. L. M. Guinto, “Beyond the pandemic: physical activity and health behaviors as predictors of well-being among Filipino tertiary students,” Front. Psychol., vol. 16, Mar. 2025, doi: 10.3389/fpsyg.2025.1490437.

N. Kuzik, M. J. Duncan, N. Beshara, M. MacDonald, D. A. S. Silva, and M. S. Tremblay, “A systematic review and meta-analysis of the first decade of compositional data analyses of 24-hour movement behaviours, health, and well-being in school-aged children,” J. Act. Sedentary Sleep Behav., vol. 4, no. 1, p. 4, Mar. 2025, doi: 10.1186/s44167-025-00076-w.

M. Hossian, G. I. Mielke, M. Nisar, M. S. Tremblay, and A. Khan, “Global research on 24-hour movement behaviours guidelines in children and adolescents: a systematic review,” Int. J. Behav. Nutr. Phys. Act., vol. 22, no. 1, p. 108, Aug. 2025, doi: 10.1186/s12966-025-01809-5.